-

Öz

Bu betimsel çalışmada, YÖK tarafından öğretmen yetiştirme programına dahil edilen Araştırma yöntemleri dersinin, özellikle bu derste kullanılan “Eylem Araştırması” tekniğinin, etkisi araştırılmıştır. Eğitim ve Uygulamalı Dilbilim alanlarınca öncülük edilen bu yeni tanım, “araştırmacı öğretmen”, gerek dünyadaki gerekse ülkemizdeki pek çok öğretmen yetiştirme programlarına dahil edilmiştir. Sınıfta oluşan eğitim ve öğretim sorunları ile baş edebilmeyi ve mesleki açıdan daha özerk olabilmeyi amaçlayan bu yeni dersin etkilerini incelediğimiz bu çalışmadan alınan sonuçlar son derece olumludur. Öğretmenler ve aday öğretmenler sınıfta yapılanları sorgulayan ve öğretimin daha nasıl iyileştirilebileceği konusunda birbirlerinden yansımalar alarak ortak çalışmalara bilimsel bir bakış kazanarak girmişlerdir

Anahtar Kelimeler

• Eylem Araştırması, Öğretmen Eğitimi

THE NEW TEACHER PROFILE IN TURKEY

Öz

This article presents a descriptive study that examined the influence of “Research Methods” courses offered at the English Language Teaching Departments. The overall aim of such courses is to support student-teachers to become teacher-researchers in their professional lives. It has been advocated in the fields of Education and Applied Linguistics that prospective teachers must learn to reflect on the implications of their actions in the classrooms and act in positive ways. As part of the teacher education program, YÖK (Higher Education Council) in Turkey has added a “Research Methods” course into the curriculum of ELT departments so that future-teachers can be active participants in the process. This study sought to determine how this course could help them continue their research efforts during their practicum period. The data were collected from a checklist and analyzed in percentages. An analysis of this ordinal data suggests that being aware of the research tools of Action Research, teachers call their horizons in question, and reflecting their opinions and sharing their experiences create collaboration

Anahtar Kelimeler

• Action Research, Teacher Education

Kaynakça

1. Ekmekci, F. Ö. (1997). Research manual for social sciences: Volume 1. Istanbul: Sürat ELT.
2. Goswami, D. & Stillman, P. (Eds.). (1987). Reclaiming the classroom: Teacher research as an agency for change. Upper Montclair, NJ: Boynton/Cook..
3. Hatch, E. & Lazaraton, A. (1991). The research manual: Design and statistics for applied linguistics. New York: Newbury House Publishers.
4. Hoyle, E. (1972) “Facing the difficulties”. Unit 13, Open University Second Level Course: The Curriculum: Context, Design, and Development (Problems of Curriculum Innovation I, Units 13-15). Milton Keynes, Open University Educational Enterprises.
5. Stenhouse, L. (1993) The teacher as researcher. In M. Hammersley (Ed.), Controversies in classroom research (pp. 222-234). Buckingham: Open University Press.
6. Zuber-Skerritt, O. (1992a). Action research in higher education: Examples and reflections. London: Kogan Page.
7. Zuber-Skerritt, O. (1992b). Professional development in higher education. London: Kogan Page.